Suggested Answers To Practical Workbook: CH 19 Biodiversity

New Senior Secondary Mastering Biology (Second Edition)
Practical Workbook for SBA 3  4
Suggested answers to Practical Workbook

Ch 19 Biodiversity
Practical 19.1 Using a key to identify organisms from a local
habitat
Results (p. 19-3)
1
A Fiddler crab B Soldier crab
C Mud shrimp D Mudskipper
E Gafrarium F Nerita
G Lampshell H Mud snail
I Sand snail J Peanut worm
Practical 19.2 Constructing a dichotomous key for plants

Results (p. 19-6)
Dichotomous key for plants A to F:
1 a Leaves are needle-shaped …………………… B
b Leaves are not needle-shaped ……………….. 2
2 a Leaves with lobes …………………………… A
b Leaves without lobes 3
…………………………
3 a Leaves are variegated ……………………….. C
b Leaves are not variegated …………………… 4
4 a Leaves with toothed margin ………………… F
b Leaves without toothed margin ……………… 5
5 a Leaves are long ……………………………… E
b Leaves are rounded ………………………….. D
 Oxford University Press 2014

-1-
Ch 20 Ecosystems
Practical 20.1 Conducting an ecological study of a local habitat

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Results (p. 20-19)

(Results vary with Ss.)
Discussion (p. 20-24)

1 (Answer varies with the results.)
2 a The black mangrove has salt glands in their leaves which can remove excess salt
absorbed from water.
b Kandelia obovata has arc-like prop roots. Coastal Heritiera has plate-like buttress
roots. The black mangrove extends its roots horizontally under the soil to form
cable roots. The prop roots, buttress roots and cable roots help the mangrove plants
to anchor onto the soft substratum.
c The black mangrove has aerial roots which arise vertically from the soil. The many-
petaled mangrove has knee joints which are bends of roots above the soil. Both the
aerial roots and the knee joints enable the roots to breathe in water-logged soil.
4 a The large mangrove clam has a thick shell which can reduce heat transfer from the
surroundings. The black-mouth littorine is inactive in daytime to avoid overheating.
b The rock oyster attaches itself firmly to the rock. The stalk of the lampshell helps
anchor its body in the mud.
 Ch 21 Photosynthesis
Practical 21.1 Detection of starch produced in photosynthesis
(the iodine test)

Understanding procedure (p. 21-3)
1 This destroys the differentially permeable nature of the cell membrane and thus allows
the iodine solution to get into the leaf cells.

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2 Alcohol dissolves and removes chlorophyll from the leaf so that any colour changes can
be observed clearly on the decolourized leaf.
3 This softens the leaf because alcohol makes the leaf brittle.
Results (p. 21-4)

Before adding iodine After adding iodine
solution solution
Colour of the leaf Pale green Blue-black

Starch is present in the green leaf. Photosynthesis has taken place.
Practical 21.2 Detection of oxygen produced in photosynthesis

1 To supply Hydrilla with enough carbon dioxide to carry out photosynthesis.
2 To allow free circulation of dilute sodium hydrogencarbonate solution.
Results (p. 21-6)

Yes

The gas released from Hydrilla is oxygen. Photosynthesis has taken place.
Practical 21.3 Investigation of the need for chlorophyll in
photosynthesis
1 To remove starch in the leaves. This ensures that any starch found at the end of the
experiment is newly made.
2 To confirm that starch is absent in the leaves at the start of the experiment.

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3 The non-green part of the leaf is the control. This is because the non-green part does not
contain chlorophyll.
Results (p. 21-9)

Colour pattern of the leaf Result of the iodine test

In the iodine test, the green part of the leaf turns blue-black while the non-green part remains
brown. This shows that the green part (i.e. the part with chlorophyll) produces starch.
Conclusion (p. 21-10)

Starch is made only in the presence of chlorophyll. Chlorophyll is needed for photosynthesis.
Practical 21.4 Investigation of the need for carbon dioxide in
photosynthesis
Results (p. 21-12)
1
Leaf Colour of the leaf
Before adding After adding

iodine solution iodine solution
A (exposed to normal air) Pale green Blue-black

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B (exposed to air without Pale green Brown

carbon dioxide)

In the iodine test, leaf A turns blue-black while leaf B remains brown. Leaf A has been
exposed to normal air. Photosynthesis has taken place in the leaf and starch is produced. Leaf
B has been exposed to air without carbon dioxide. Photosynthesis has not taken place in the
leaf and starch is not produced.
Extended question (p. 21-13)

Use a plastic bag to enclose leaves A and B. Put potassium hydroxide pellets into the bag of
leaf B. Seal the mouth of each bag by tying it around the leaf stalk.

Starch is made only in the presence of carbon dioxide. Carbon dioxide is needed for
photosynthesis.
Practical 21.5 Investigation of the need for light in
photosynthesis
Results (p. 21-16)
Unmasked and Result of the iodine test
masked parts of the leaf

In the iodine test, the unmasked parts of the leaf turn blue-black while the masked part of the
leaf remains brown. This shows that the unmasked parts (i.e. the part exposed to bright light)
produce starch.

-6-

Starch is made only in the presence of light. Light is needed for photosynthesis.
Practical 21.6 Investigation of the effect of light intensity on the
rate of photosynthesis
1 To allow the oxygen released from the cut end to get into the pipette.
2 To prevent other light sources from affecting the result.
3 To prevent Hydrilla from being heated up by the bench lamp.
4 To allow the rate of photosynthesis to become steady.
5 There may be errors in measuring the volume of oxygen released. Repeat the
measurement ensures a more accurate result.
Results (p. 21-19)

1
Distance Light Volume of oxygen released (cm3) Rate of
(m) intensity photosynthesis
(1/distance2) Reading 1 Reading 2 Reading Average (cm3/min)
3
0.1 100
0.2 25
0.3 11 (Results vary with Ss.)
0.4 6
0.5 4

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Discussion (p.21-20)
1 At low to moderate level of light intensity, the rate of photosynthesis increases
proportionately with increasing light intensity. This is because more energy is provided
to the plants to carry out photosynthesis.
When light intensity has reached a certain level, the rate of photosynthesis does not
increase with further increase in light intensity. This is because other factors such as
carbon dioxide concentration become limiting.
2 Sodium hydrogencarbonate in the boiling tube may be depleted.
3 Renew the sodium hydrogencarbonate solution in the boiling tube at intervals.
4 Record the number of bubbles given off per unit time.

-8-

The rate of photosynthesis increases with increasing light intensity. The increase stops when a
certain level of light intensity is reached.
Practical 21.7 Design an investigation of the effect of carbon
dioxide concentration on the rate of
photosynthesis
Aim (p. 21-23)
To investigate the effect of carbon dioxide concentration on the rate of photosynthesis.
Introduction (p. 21-23)

1 Problem
How does carbon dioxide concentration affect the rate of photosynthesis of Hydrilla?
2 Principle
To study the effect of carbon dioxide concentration on the rate of photosynthesis, we can
measure the volume of oxygen released from an aquatic plant per unit time in different
carbon dioxide concentrations. The carbon dioxide concentration can be varied by using
sodium hydrogencarbonate solution of different concentrations.
a Identification of variables
i Carbon dioxide concentration. Put the aquatic plant into sodium
hydrogencarbonate solution of different concentrations.
ii Volume of oxygen released per unit time. Record the change in the water level
in the pipette in a fixed period of time.
iii Temperature, light intensity, time allowed for the release of oxygen, etc.
b Control
Yes. It is used to confirm that carbon dioxide is the only factor that affects the rate
of photosynthesis.
c Assumptions
Carbon dioxide concentrations remain constant in all sodium hydrogencarbonate

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solutions during the practical.
Materials and apparatus (p. 21-25)

Item Quantity
pipette (1 cm3) 1
boiling tube 1
3
beaker (500 cm ) 1
thermometer 1
stand and clamp 2
clip 1
100-watt bench lamp 1
razor blade 1
metre ruler 1
rubber tubing
0.1%, 0.15%, 0.2%, 0.25%, 0.3%
and 0.4% sodium
hydrogencarbonate solution
distilled water
aquatic plant (e.g. Hydrilla) 1
Procedure (p. 21-25)

1 Cut the stem of Hydrilla to about 10 cm long under water.
2 Set up the apparatus as shown on p. 18 but replace sodium hydrogencarbonate solution
with distilled water.
3 Check the thermometer at intervals to ensure a constant temperature. Renew the water if
necessary.
4 Turn on the bench lamp and allow the plant to equilibrate for five minutes.
5 Suck up the distilled water from the boiling tube until the meniscus lies in the upper part
of the pipette. Close the clip completely.
6 Record the starting position of the meniscus in the pipette.
7 After five minutes, record the final position of the meniscus in the pipette.
8 Repeat steps 6 and 7 to record two more readings. Calculate the rate of photosynthesis.
9 Repeat steps 3 to 8 with 0.1%, 0.15%, 0.2%, 0.25%, 0.3% and 0.4% sodium
hydrogencarbonate solution instead of distilled water. Calculate the rate of
photosynthesis in different concentrations of sodium hydrogencarbonate solution.
10 Plot a graph of the rate of photosynthesis against the concentration of sodium
hydrogencarbonate solution.

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Results (p. 21-26)

Concentration of Volume of oxygen released (cm3) Rate of
sodium photosynthesis
hydrogencarbonate Reading 1 Reading 2 Reading 3 Average (cm3/min)
solution (%)
0
0.1
0.15 (Results vary with Ss.)
0.2
0.25
0.3
0.4

1 From 0 to 0.25% sodium hydrogencarbonate solution, the rate of photosynthesis
increases rapidly with increasing carbon dioxide concentration. This is because more
carbon dioxide is provided to Hydrilla as raw material to carry out photosynthesis. From
0.25% to 0.4% sodium hydrogencarbonate solution, the rate of photosynthesis does not
change with increasing carbon dioxide concentration. This is because other factors such
as temperature become limiting.
2 Carbon dioxide in air may dissolve in the sodium hydrogencarbonate solution.
3 Cover the opening of the boiling tube with plastic food wrap.

The rate of photosynthesis increases with increasing carbon dioxide concentration. The
increase stops when a certain level of carbon dioxide is reached.

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 Ch 22 Respiration
Practical 22.1 Investigation of carbon dioxide production in
germinating seeds
1 To provide the necessary amount of water for germination.
2 To kill the microorganisms on the surface of the seeds. Otherwise, carbon dioxide
released by them during respiration will affect the results.
3 As a control to show that only living seeds release carbon dioxide.
Results (p. 22-2)

Tube Colour of hydrogencarbonate indicator
Original colour Final colour
A Red Yellow
B Red Red

The germinating seeds in tube A carry out respiration and carbon dioxide is produced. The
carbon dioxide turns the hydrogencarbonate indicator yellow. The boiled seeds in tube B are
dead and do not carry out respiration. No carbon dioxide is produced from them.

The geminating seeds give out carbon dioxide.
Practical 22.2 Investigation of carbon dioxide production in a
living mouse
1 To absorb carbon dioxide in the incoming air. Any carbon dioxide detected in flask B is
therefore released by the living mouse.

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2 Flask A: To test whether there is any carbon dioxide in the air entering the bell jar.
Flask B: To test whether there is any carbon dioxide in the air leaving the bell jar.
Results (p. 22-5)

Flask Colour of lime water
Original colour Final colour
A Colourless Colourless
B Colourless Milky

1 Carbon dioxide is absent in the air entering the bell jar.
2 Carbon dioxide is released by the living mouse.
3 Set up a similar apparatus without putting a mouse in the bell jar.

Wrap the pot with a plastic bag. Otherwise, carbon dioxide released by the microorganisms in
the soil will affect the results.
Cover the bell jar with a piece of black cloth. Otherwise, the plant will absorb carbon dioxide
for photosynthesis and this will affect the results.

The living mouse gives out carbon dioxide.

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Practical 22.3 Investigation of heat production in germinating
seeds
1 To kill the microorganisms on the surface of the seeds. Otherwise, carbon dioxide
released by them during respiration will affect the results.
2 Warm air is less dense than cold air. Putting the vacuum flasks in an inverted position
can trap the warm air and minimize heat loss.
3 To provide air for the seeds to carry out respiration.
Results (p. 22-8)

Flask Temperature (°C)
Original temperature Final temperature
A (Answer varies with Ss.)

1 The germinating seeds in flask A carry out respiration. Heat is produced during
respiration and therefore the temperature inside the flask increases. The boiled seeds in
flask B are dead and do not carry out respiration. No heat is produced from them.
Therefore the temperature inside flask B remains unchanged.
2 There are variations among the seeds in the two flasks.
3 Repeating the experiment for a few more times.
Extended questions (p. 22-9)

a The temperature increase will be much higher than that caused by sterilized and soaked
germinating seeds. This is because the microorganisms on the seeds also respire and
produce heat.
b At first, the temperature will remain unchanged. When microorganisms start to grow on
the seeds, the microorganisms respire and produce heat. This leads to a rapid increase in
temperature at the later time of the practical.

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Heat is produced by the germinating seeds.
Practical 22.4 Investigation of heat production in a living mouse

1 To prevent heat loss from the chambers.
2 To equalize the pressure on both sides of the U-shaped capillary tube. This ensures that
the liquid levels on both sides are the same at the start of the practical.
3 To give a more obvious change in the liquid levels in the U-shaped capillary tube.
Results (p. 22-11)

Arm Change in liquid level in U-shaped capillary tube
(rises / falls)
A Rises
B Falls

Heat is produced by the mouse and it warms up the air in the thin-walled test tube. The air in
the test tube expands and results in an increase in pressure. This pushes the air out of the test
tube and hence forcing the liquid level in arm B to fall. Since there is no temperature change
in the control (the side without the mouse), the falling of the liquid level in arm B leads to a
rise of the liquid level in arm A.
Extended questions (p. 22-12)

1 No. It is because the mouse will use up all the oxygen inside the chamber and die.
2 The change in liquid level is smaller. This is because the frog has a lower metabolic rate
and less heat is produced from its body.

Heat is produced by the living mouse.

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Practical 22.5 Design an investigation of alcoholic fermentation
in yeast
Aim (p. 22-14)
To study alcoholic fermentation in yeast.
Introduction (p. 22-14)

1 Problem
Does yeast carry out alcoholic fermentation under anaerobic condition?
2 Principle
To see whether yeast carries out alcoholic fermentation under anaerobic condition, we
can prepare a mixture of glucose solution and liquid culture of yeast, test for the products
of alcoholic fermentation (e.g. carbon dioxide and ethanol) and compare with a control.
a Identification of variables
i Whether the yeast is living or dead. Boil some liquid culture of yeast and leave
some unboiled.
ii Production of carbon dioxide. Pass the gas released from the mixture through
hydrogencarbonate indicator. / Production of ethanol. Note the smell of the
mixture. / Production of heat. Measure the temperature of the mixture with a
thermometer after the practical.
iii Temperature, pH, volume of glucose solution used, etc.
b Control
Yes. It is used to confirm that the products of alcoholic fermentation are produced
by the living yeast.
c Assumptions
No oxygen is present in glucose solution.
Materials and apparatus (p. 22-16)

Item Quantity
3
beaker (250 cm ) 2
measuring cylinder (10 cm3) 2

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vacuum flask with stopper 2

Bunsen burner 1
tripod with wire gauze 1
insulating mat 1
conical flask with stopper 2
thermometer 2
delivery tube 4
glass rod 1
safety goggles 1 pair
aluminium foil
paraffin oil
10% glucose solution
liquid culture of yeast
hydrogencarbonate indicator
Procedure (p. 22-16)

1 Boil 50 cm3 of glucose solution in a beaker. Cover the beaker with a piece of aluminium
foil and allow it to cool down at room temperature.
2 Add 10 cm3 of liquid culture of yeast into the glucose solution. Stir the mixture gently
with a glass rod.
3 Set up the apparatus as shown below.
4 Record the temperature of the mixture and observe the colour of the hydrogencarbonate
indicator.
5 Leave the set-up for two hours. Note any change in the temperature of the mixture and
the colour of the hydrogencarbonate indicator.
6 Remove the stopper from the vacuum flask. Note the smell of the mixture.
7 Repeat steps 1 to 6 with the boiled liquid culture of yeast instead of the liquid culture of
living yeast.

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Results (p. 22-17)

Liquid culture of Boiled liquid culture
yeast of yeast
Change in From 25 °C to 30 °C No change

temperature
Colour change in From red to yellow No change

hydrogencarbonate
indicator
Smell of the Like alcohol No smell

mixture

1 Yeast carries out alcoholic fermentation under anaerobic condition. During the process,
carbon dioxide, ethanol and heat are produced. The carbon dioxide turns the
hydrogencarbonate indicator yellow. The ethanol gives the smell of alcohol in the
experimental set-up. The heat causes the temperature rise of the experimental set-up.
2 (Answer varies with Ss.)
3 (Answer varies with Ss.)

Under anaerobic condition, yeast carries out alcoholic fermentation to produce carbon dioxide
and ethanol. Heat is also given out.
 Ch 25 Body defence mechanisms
Practical 25.1 Identifying features of the mammalian skin that
are related to body defence

Questions (p. 25-2)
1 A Epidermis B Sebaceous gland
2 a The outermost layer of epidermis consists of dead cells. These cells prevent the
entry of pathogens by forming a tough and impermeable barrier. Moreover,

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pathogens on the skin surface are removed when the dead cells are constantly shed
and replaced by new cells from underneath.
b Sebum is a natural antiseptic. It can kill pathogens on the skin.
Ch 26 Basic genetics
Practical 26.1 Extraction of DNA

1 To slow down the breakdown of DNA by enzymes.
2 To break the cell walls of the onion cells mechanically.
3 The detergent breaks down the cell membranes of the cells and nuclear membranes so
that the cell contents can be released into the mixture.
The sodium ions neutralize some of the negative charges of DNA so that DNA strands
can loosely bind together. This helps the precipitation of DNA.
4 To precipitate the DNA because DNA is insoluble in alcohol.
5 To prevent the alcohol from being diluted by the liquid from affecting the result.
Results (p. 26-5)

The DNA extracted is a whitish precipitate.

1 It contains impurities such as proteins that make the extracted DNA visible to the naked
eye.
2 Shake the blended tissue with detergent and sodium chloride solution for a longer period
of time to release more DNA into the solutions.

- 19 -
Practical 26.2 Observation of maize cobs with grains of different
colours
Results (p. 26-8)
Maize Number of grains Ratio of dark-coloured
cob to light-coloured grains
Dark-coloured Light-coloured
X 3:1
(The numbers depend on the cobs
provided.)
Y 1:1
Questions (p. 26-8)

1 a DD and DD, DD and Dd, DD and dd.
b dd and dd.
2
Maize cob X Maize cob Y
Genotypes Dd for both parents Dd and dd

of parents
Phenotypes Dark-coloured grains One with all dark-coloured

of parents grains and the other with
light-coloured grains
The Punnett D d D d

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square for D DD Dd d Dd dd
the cross
d Dd dd d Dd dd
Practical 26.3 Observation and analysis of variations in humans

Results (p. 26-11)
(Results depend on individual class.)
Questions (p. 26-14)

1 a (Answer depends on the results of part A.)
b A normal distribution curve
c Continuous variation
d The larger the number of students involved in this practical, the more reliable will
be the result because this can minimize the error due to individual variation.
2 a No
b Discontinuous variation
Ch 28 Biotechnology
Practical 28.1 Separation of DNA fragments using gel
electrophoresis
1 The loading buffer contains dense molecules that can increase the density of the DNA
samples. The DNA samples therefore sink to the bottom of the wells. The loading buffer
contains dyes that help us visualize the DNA samples when they are being loaded onto
the gel. The dyes also allow us to monitor the migration of the DNA fragments in the gel.
2 The bubbles formed in the gel may hinder the migration of the DNA fragments and affect
the results.

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Results (p. 28-8)

(Results depend on the DNA samples used.)
Questions (p. 28-9)

1 The migration rate of the DNA fragments would be lower. The smaller pore size in the
gel of higher agarose concentration slows down the movement of the DNA fragments.
The DNA bands with shorter DNA fragments would become clearer. The smaller pore
size in the gel of higher agarose concentration favours the separation of shorter DNA
fragments over longer DNA fragments.
The DNA bands with longer DNA fragments would become unclear. The smaller pore
size in the gel of higher agarose concentration makes the separation of longer DNA
fragments more difficult.
2 a The DNA fragments would move to the opposite direction. They would run out of
the gel in a short time and would be lost finally.
b The DNA fragments would run out of the gel and would be lost finally.
3 The DNA samples may be contaminated with other DNA samples between successive
loadings. / Shorter DNA fragments may run out of the gel.
4 Wash the syringe thoroughly with new buffer solution between successive loadings. /
Shorten the time for running the gel.

The heat generated at high voltage will lower the resolution of the gel or even melt the gel.

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New Senior Secondary Mastering Biology (Second Edition)

Practical Workbook for SBA 3  4

Suggested answers to Practical Workbook

Practical 19.1 Using a key to identify organisms from a local

C Mud shrimp D Mudskipper

G Lampshell H Mud snail

I Sand snail J Peanut worm

Practical 19.2 Constructing a dichotomous key for plants

 Oxford University Press 2014

Practical 20.1 Conducting an ecological study of a local habitat

 Oxford University Press 2014

Results (p. 20-19)

Discussion (p. 20-24)

3 (Answer varies with the results.)

5 (Answer varies with the results.)

Practical 21.1 Detection of starch produced in photosynthesis

(the iodine test)

 Oxford University Press 2014

Results (p. 21-4)

Colour of the leaf Pale green Blue-black

Discussion (p. 21-4)

Practical 21.2 Detection of oxygen produced in photosynthesis

2 To allow free circulation of dilute sodium hydrogencarbonate solution.

Results (p. 21-6)

Discussion (p. 21-6)

Practical 21.3 Investigation of the need for chlorophyll in

 Oxford University Press 2014

Results (p. 21-9)

Discussion (p. 21-10)

Conclusion (p. 21-10)

Practical 21.4 Investigation of the need for carbon dioxide in

Before adding After adding

A (exposed to normal air) Pale green Blue-black

 Oxford University Press 2014

B (exposed to air without Pale green Brown

Discussion (p. 21-12)

Extended question (p. 21-13)

Conclusion (p. 21-13)

Practical 21.5 Investigation of the need for light in

Discussion (p. 21-16)

 Oxford University Press 2014

Conclusion (p. 21-16)

Practical 21.6 Investigation of the effect of light intensity on the

2 To prevent other light sources from affecting the result.

3 To prevent Hydrilla from being heated up by the bench lamp.

4 To allow the rate of photosynthesis to become steady.

Results (p. 21-19)

0.3 11 (Results vary with Ss.)

 Oxford University Press 2014

2 Sodium hydrogencarbonate in the boiling tube may be depleted.

3 Renew the sodium hydrogencarbonate solution in the boiling tube at intervals.

4 Record the number of bubbles given off per unit time.

 Oxford University Press 2014

Conclusion (p. 21-21)

Practical 21.7 Design an investigation of the effect of carbon

dioxide concentration on the rate of

Introduction (p. 21-23)

 Oxford University Press 2014

solutions during the practical.

Materials and apparatus (p. 21-25)

Procedure (p. 21-25)

 Oxford University Press 2014

Results (p. 21-26)